March 20

We had some guests at school recently!

Charleston Hughes of the Saskatchewan Roughriders brought some athlete friends with him to compete against our Sr boys and girls basketball teams. It was a great afternoon of fun competition, but he also talked about bullying and he and many of the other players shared some personal stories of support and encouragement.

He’s a record of our afternoon of fun!

March 12

ELA 20 Script Writing – Interview with fairy tale character

You’ve recently studied and analyzed an old-time, original fairy tale, one that was likely quite a stark contrast to the type of enjoyable and reassuring fairy tales you’re used to in more modern times.

Examples of the extremes of older, original fairy tales includes:

Image result for armchair expert

  • Fairy tales where a woman hated/wanted revenge on a young, beautiful woman so they arranged for her to be killed and her heart cut out and brought to them
  • a fairy tale where a young potential bride was lured into a house where killers and rapists cut up a woman while she hid

Newer fairy tales, the ones we read to kids today, don’t include such gruesome and horrible storylines. And for good reason!

Your task in this assignment is to write the dialogue exchange between an interviewer and the main character of the original fairy tale you read. In that conversation, the interviewer wants to challenge the character on the messages and potentially dangerous influence their “story” would be to today’s kids. 

  • The Interviewer could be:
    • You, yourself
    • Ellen Degeneres
    • Oprah
    • Joe Rogan etc
    • Dax Shepard (Armchair Expert)
  • The Interviewed Person is the main character of your original version of the fairy tale you choose
    • you’ll have to draw parts of that character’s back story (where they live, who they’re related to, what they feared, their goals or hopes, what dangers were there against them, enemies and influences, etc)
    • Elements from this character’s story that you may challenge them on or question them about may include:
      • the message their story would leave with young boys about the roles males play in society
      • the message their story in particular would leave with young girls, about how girls should interact in their society (wait for a rescuer, be valued for beauty and virtue, etc)
      • the potential message shared about what is good in the world – beauty over being a good person, bravery over relying on others for help, maintaining power and riches, etc
      • what possible ideas could the original story leave with today’s kids about their relationship with their parents – that they could be left somewhere if their parents cannot afford to care for them anymore, that they could be targets of violence, that old people will want to hurt young people, etc
      • what types of individuals can be seen as heroes, only men? only young people? only the ones who use force and violence?

Resources for Planning: 

Script Writing Resources:

The interview conversation will be written out in Script Form with the goal it is performed as a Stage Play.

Image result for stage directions diagram



To see samples of short stage scripts, try these:

Image result for script writing stage play examples

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March 4

Hist 30 2.1.0 Road to Confederation – textbook & Qs

We’re about to transition into what happens for Canada after the separation of American States and the migration of British Loyalists to Canada. Some of the biggest issues that need to be resolved include:

  • the presence of two cultural groups, French-speaking and English speaking, governed by the English
  • the decision of how to settle these different groups – integrate them Catholic French with Protestant English, or segregate them to allow them to live with different sets of laws, culture, language, religion, etc.
  • a growth in population spread out over a great area, meaning people are governed quite remotely and resented it. They wanted more local governing, so issues specific to their areas and needs could be addressed.
  • a desire as well to have more of a local voice in decisions made, instead of governed only from the top down (by the British) so establishing locally elected assembly, similar to what the American patriots had before their separation

The decisions made by authorities in response to these issues has contributed (indirectly) to some of the tensions and issues Canadians are currently facing and struggling with today, including:

  • the tension over the Wet’suwet’en territory sovereignty and treaty negotiations with multiple unceded territories within Canada
  • the continued systematic inequality that resulted from the Indian Act or laws made to benefit some and not others
  • the relationships of colonies to each other – that they work only if they continue to be interdependent or beneficial both ways. Alberta is currently feeling a great deal of resentment, that they’re not receiving a fair reciprocal relationship with the Federal government despite the natural resources of Alberta territory benefiting other provinces through equalization payments.

To help you find ways to connect to and be able to focus on this new information, you have to try to connect it to existing knowledge you already have.

Or you won’t be able to understand and retain it. This initial discussion of the topics and developments that will occur of Canada’s history in this Unit are an attempt to help you recognize how these events and choices made regarding them lead us to where we are today, the good and the bad!

Overview of Unit Concepts (video/discussion)

Reading Textbook – lead up to split of Upper and Lower Canada (video)

Pdf of Text Pages 118-141 Shaping Canada Textbook





March 3

ELA 20 The Original Fairytales – Not What You’re Expecting

While you likely grew up thinking of fairytales as stories with a happy ending after heros and heroinnes manage through a complicated problem, the original fairytales were stories intended to scare children into submission and doing what they were told. They were dark, included elements really not appropriate for children, by today’s standards, and are suprisingly different in their messages.

One of your tasks in this section is to select one of the original fairytales. You’ll read it to understand what they used to be like and analyze them for patterns or common messages. Then you’ll consider the comparison – how are they a different type of story than fairytales of the present?

Don’t believe me? Check out the Dark Side of the Grimms Fairytales (article)

Sites to find your original fairytale from are provided below.
Note: Make sure you select on that’s long enough that you’ll be able to analyze it for meaning and content. Some of the shorter ones won’t include enough to really consider. Check with me on your story choice if you’re uncertain.


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February 14

ELA 20 Reflective Essay Writing – Resources

You’ve done a number of formal literary written assignments in recent semesters of ELA. This next essay will have a more-relaxed format and be less formal because it will rely on the reflection of personal, childhood memories.

Through this writing assignment, in particular, it will really test your use of transitions to smoothly guide your reader back and forth from past to present observations.

Some parts of this writing will require special attention: Handout with Advice to Consider

  • Transitions to consider for Past vs Present writing
  • Understanding to keep similar topics together in your paragraph – avoid jumping back and forth and back and forth between past/present within one body paragraph. Clump similar focuses together in the paragraph to keep the organization of ideas smooth/easy to follow for your reader
  • establish a pattern of steps in your body paragraph writing – adapt the pattern you typically use for body paragraphs to suit the requirements of this assignment in particular



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February 7

B7.1 Assignment: Multimedia of Social Issue

After having reviewed the techniques and tools used to create a listening text like Podcasts, your final assignment is to create your own Visual text (video), which will include these similar types of tools to develop.

Student Examples: 
The following videos have been shared by former students who understand seeing a sample of a project helps give you a good idea of how to develop one yourself.

As you view them, consider the following qualities of the constructed videos:

  • what their beginnings and endings look like, in particular. These are often the least considered or developed parts of the videos, but leave a significant impact on viewers.
    • A beginning might start with a title slide and title or it begins in a more dramatic and unclear manner to catch a viewer’s attention and then narrow into the focus of the video.
    • Endings might include a simple message in text letters on final slides or it has music building for an emotionally convincing end and a narrator’s voice to impact readers.
  • You can also consider things like the quality of videos used or sound recordings.
    • Some student projects have included video that was recorded off an iPad screen, or over-pixelated video, or better quality video that’s screen recorded or downloaded straight from a video source.
  • The tools available to use by your video making program:
    • transition types
    • font styles, sizes, colours


  • Instructional Video: Overview of the characteristics and techniques to consider using to develop your video

February 3

Sub Notes – Feb 3

These are the links sent directly to students for their classes.

Social 10: none today

Psych 20: Genetics Research

  • Students have to read the following short article about the research proving behaivour is partially linked in our genetic code.
  • If the wording of the article is a bit too challenging to understand, students can copy the text of the article and paste it into the website Rewordify. It will exchange the larger words for more-understandable words, to help make it easier to understand the meaning of the writing.

ELA B10: Independent Novel Reading Class

ELA 20: Intro Activity to Class – Childhood Boundaries Drawing/Reflection

ELA B30: Small Group Discussion – goals for B30 course  (Instructional Video)